Teaching the Language of Engineering

A fourth-year PhD candidate in mechanical engineering, Abdullah Alrashdan focuses on multiphysics modeling and optimization of advanced manufacturing systems. He earned both his bachelor’s and master’s degrees in mechanical engineering from Loyola Marymount University, where he also began teaching as an undergraduate teaching assistant — an experience that shaped his trajectory as an educator.

Alrashdan’s path to Berkeley includes several years in industry as a manufacturing engineer, working across technical and operational teams. That experience continues to inform his teaching.

“In industry, you are constantly translating between different groups — engineers, technicians, and business stakeholders,” Alrashdan explained. “That ability to communicate clearly is essential.” This collaboration across disciplines urged him to join the Fung Institute, where this philosophy shapes how he teaches E295, a course designed to help engineering students communicate complex technical ideas with clarity and precision. While students are deeply trained in technical disciplines, Alrashdan emphasized that success in industry requires more than technical mastery. 

Fostering clear communication of complex ideas, the course integrates writing, presentations, and team-based capstone work. Students are placed in interdisciplinary groups, reflecting real-world engineering environments where collaboration across domains is essential. It is this emphasis on collaboration and real-world application that underlies both Alrashdan’s work at the Fung Institute and in industry. Alrashdan’s experience in industry — and his subsequent transition to doctoral research — shaped his perspective on what was lacking in traditional academic environments. 

Alrashdan shares that “one of the things [he] missed most when [he] started [his] PhD was the team-based, leadership-driven environment of industry.” The Fung Institute provided that missing link. Through its leadership-focused curriculum and team-based capstone structure, Alrashdan found an opportunity to re-engage with collaborative, applied work. He now works closely with student teams, guiding them through project execution, stakeholder communication, and accountability, often in projects sponsored by industry or research labs.

“It feels like working in a startup — helping teams move toward a shared goal.” That collaborative environment is not only beneficial for students, it has also expanded Alrashdan’s own intellectual perspective. Engaging with students across engineering and computer science disciplines often exposes him to ideas beyond his core expertise. “I always tell my students, I’m the one who learns a lot from them,” Alrashdan says. 

This exchange is not incidental. Insights from students in fields such as electrical engineering frequently inform aspects of his own research in advanced manufacturing. At the same time, teaching presents its own challenges. One of the most significant challenges Alrashdan faced was ensuring that ideas fully resonated with the students. 

“Sometimes I have an idea or an explanation that doesn’t fully land. That’s part of the learning process for me as well.” Balancing teaching with the demands of doctoral research presents an additional constraint. “I wish I could give my students all of my time,” Alrashdan says. The dedication he has for his students is evident in the praise he gives them and the approach he takes to teaching. 

Students, he believes, would describe him as both demanding and supportive. He emphasizes accountability, particularly in professional communication. In one example, he worked closely with a student team that struggled to engage a key stakeholder. He pushed them to establish consistent, documented communication, ensuring alignment and avoiding breakdowns late in the project. “You have to take ownership of communication,” Alrashdan says. “Even if a stakeholder isn’t responsive, you document progress and maintain that connection.”

This balance of high expectations paired with active support defines his approach. Through his teaching, Alrashdan conveys the invaluable experience of collaboration across disciplines, shaping a mindful, multi-faceted approach to engineering. Abdullah’s career, interchanging between academia and industry, underscores the values of the Fung Institute, blending effective communication and technical mastery. It is this transformative skillset that has led him to his current doctoral work and his recognition for excellence in teaching. As an educator and engineer at the Fung Institute, Abdullah draws on his experiences to cultivate impactful, thoughtful engineering leaders who will shape the future. 

Alrashdan’s interest in engineering began early, rooted in a strong affinity for math and physics and later reinforced by hands-on experience building and working with machines. 

“Mechanical engineering gave me the ability to work with hardware while staying grounded in math and physics. It was exactly what I wanted to do.”

That clarity has carried through his academic and professional path, culminating in his current doctoral work and recognition for excellence in teaching at Berkeley.